Tag Archive for ancient literature

World Lit: Iliad Test

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA

Learning Target
Students will demonstrate their knowledge of The Iliad on a comprehensive unit test.

Opening Session
5 minute review! Ask any questions you need to so we can get right into our test!

Work Session
You will have the entire class period to work on your unit test. Good luck!

Closing Session
Unit feedback: I’m going to pass around some sticky notes. Please write down any feedback you have about this unit – what you liked, what you didn’t, what worked, what didn’t, and so on. You do NOT need to put your name on it. Stick them to the board on your way out!

Assessment
Summative (unit test)

Differentiation
Process (Scaffolding, accomodations as needed on test)

World Lit: Iliad Jeopardy Day!

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA

Learning Target
Students will review for their Iliad unit test by playing a review game of Jeopardy!.

Opening Session
Divide into teams! I need groups of 4 at the tables around the room, and we’re only going to have a non-4 group if we absolutely have to!
Within your teams, you need to number off 1-4. I’ll be calling “All the 1s can buzz in!” and “All the 2s can buzz in!” so you need to pay attention to when you’re eligible to ring in and question a Jeopardy answer.

Once you’re in your teams, choose your favorite Olympian god for your team name 🙂

Work Session
It’s time for ILIAD JEOPARDY!!

We will be playing exactly like real Jeopardy!. That means if you get a question wrong or buzz in and don’t know, you will LOSE points! Fun fact, Jeopardy! gets its name because when you answer a question, you’re in *jeopardy* (danger) of losing your money. Also, you must put your response in the form of a question. In the Jeopardy round I will remind you; in the Double Jeopardy round I will not.

Jeopardy Round: https://jeopardylabs.com/play/bristow-and-mellmans-ithe-iliadi-jeopardy

Double Jeopardy: https://jeopardylabs.com/play/bristow-and-mellmans-iliad-double-jeopardy

There are Daily Doubles available, and we will do a Final Jeopardy round at the end!

Closer
FINAL JEOPARDY!! Category is:
Your Teacher!

Assessment
Formative (Review game)

Differentiation
Process (heterogeneous groupings)

World Lit: from Book 24, Achilles and Priam

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Objective
Students will read and analyze book 24 of The Iliad, completing critical reading questions at the end of the selection.

Opening Session
Clean Classics Summarized: The Iliad

Work Session
We’re going to finish reading The Iliad today! I am reasonably sure these copies are correct and not missing any pages, but you never know….so be on the lookout.

After we read the ending of the story together, I want to discuss it as a class briefly and recap what happens after it ends. You know, how the Trojan War ends and that sort of
thing.

Finally, we will finish out the day by working on the Critical Reading questions at the end of the selection. You will also have some time tomorrow to finish them up.

Closer
3-2-1: For a ticket out the door, consider the ending of The Iliad and write down 3 things you found interesting, 2 things that were surprising, and 1 thing you would have changed if you had been writing the story.

Assessment
Formative (Critical reading questions, class discussions)

Differentiation
Process (Scaffolding); Product (extended questions)

World Lit: Death of Hector Essay, Day 2

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA

Objective
Students will be able to analyze the similarities and differences in the two artistic representations of the Death of Hector we have studied as a class.

Opening Session
Grab your laptop and let’s pick up where we left off yesterday. I’ll quickly review MLA formatting again to make sure everyone is on the same page, and then you’ll have the rest of the day to finish your essay and turn it in!

Work Session

Your goal today is to finish your essay in which you compare and contrast the two Deaths of Hector we have read/watched in class. In a well organized essay of about 500 words, consider the two artistic interpretations of Hector’s death. What was emphasized or absent in each treatment? Why do you think that is? Why did the directors of the movie Troy choose a much different way for Hector to die than what happened in The Iliad?

Your essay should explain the differences in the two scenes AND (more importantly) analyze WHY they are so different.

You’ll have all day in class to work on this. It needs to be uploaded to the class Google Drive by Tuesday, when you return from Labor Day weekend.

Closing Session
I’ll help you upload your essays!!

Assessment
Summative (Essay)

Differentiation
Process (scaffolded essay prompt) Product (varied lengths as needed)

World Lit: Death of Hector Comparison Essay!

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA
  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA

Objective
Students will be able to analyze the similarities and differences in the two artistic representations of the Death of Hector we have studied as a class.

Activator
Grab a laptop! We are going to start the day by quickly re-watching the Death of Hector scene from Troy, and then I’m going to quickly review how to set up your paper in MLA format, just in case you’ve forgotten either of those things.

Work Session

Your goal today is to compose an essay in which you compare and contrast the two Deaths of Hector we have read/watched in class. In a well organized essay of about 500 words, consider the two artistic interpretations of Hector’s death. What was emphasized or absent in each treatment? Why do you think that is? Why did the directors of the movie Troy choose a much different way for Hector to die than what happened in The Iliad?

Your essay should explain the differences in the two scenes AND (more importantly) analyze WHY they are so different.

You’ll have all day in class to work on this. It needs to be uploaded to the class Google Drive by Tuesday, when you return from Labor Day weekend.

Closer
Let’s review how to upload the essay to Google Drive one more time, in case anyone has forgotten!

Assessment
Summative (Essay)